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District presents CADR showing mixed results; board asks for IB cost and outcome details
Summary
The Chambersburg Area School District's inaugural Comprehensive Annual Data Report shows middle-school growth and mixed proficiency across levels, kindergarten readiness concerns, and board members requested follow-up data on IB enrollment, costs and how many students take IB courses without completing the diploma.
District directors presented the Comprehensive Annual Data Report (CADR) at the Dec. 16 board meeting, highlighting areas of strength and concern across grade levels. Drew Nelson, Director of Elementary (K–3), reported early-learning metrics and said "only 20 percent of our kindergarten students are reading ready and 52% are math ready," framing those as priorities for targeted interventions and a family learning toolkit planned for 2026.
Middle-school director Melissa Cashdollar emphasized strong growth measures and career-readiness indicators: both CAMS North and South showed above-average growth and career-readiness scores. However, math proficiency remains an area of concern. Cashdollar noted the district will use a new PDE tool, Firefly, to better mirror PSSA conditions and to identify needed interventions.
At the high school level, Deborah Luffey, director of 9–12, reported a divergence between schools: the Career Magnet School's graduation rate was reported at 96 percent, while Cassius's was 84 percent compared with a state average of 88 percent. Luffey also flagged declines in algebra proficiency at Cassius and ongoing work to align curriculum and supports.
Board members pressed for more granular data on International Baccalaureate (IB) program costs and outcomes after noting the report indicated a single IB diploma recipient in the prior year. Members asked for an accounting of how many students take IB courses without finishing the IB diploma, the costs of teacher professional development and program fees, and comparisons with AP, dual enrollment and other advanced-course pathways. The administration agreed to provide cost and participation data in the Friday folder and to follow up in future meetings.
Directors also said the CADR is a working document posted to the district webpage and that additional comparative data to similar districts will be added. The report will inform curricular choices (including adoption of new math resources) and professional development in structured literacy for K–3.
